Category: youth

  • With News Decoder, students explore their role in the world

    With News Decoder, students explore their role in the world

    Back in 2020, during the height of the Covid epidemic, high school students in the U.S. state of Connecticut sat down with News Decoder founder Nelson Graves to explore a number of thorny topics that ranged from the death penalty to whether animals should be kept in zoos.

    The students in “American Voices & Choices: Ethics in Modern Society” at Westover School had been working with News Decoder since the start of that academic year, mastering the process we call Pitch, Report, Draft and Revise — or PRDR — to identify topical issues at the intersection of ethics and public policy.

    They pitched ideas they wanted to report on: teen health; police brutality; abortion; economic privilege in the environmental movement; the risks of experimental vaccines; the impact of alcohol on youth.

    Later, each student received detailed feedback from a News Decoder editor, aimed at helping them narrow their research and produce original reporting.

    Westover was an early News Decoder school partner. Since our founding 10 years ago, News Decoder has worked with high school and university students in 89 schools across 23 countries.

    Decoding news in school

    Teachers have used us as part of their course curricula, as extra credit assignments and as standalone learning opportunities for their students.

    At Realgymnasium Rämibühl Zürich in Switzerland, teacher Martin Bott brings News Decoder in each year. In one weeklong workshop, students produced podcasts. Over five days, they pitched News Decoder stories about a problem they identified in their local communities, identified an expert to interview, found how that problem was relevant to people in other countries and then wrote a podcast script, revised it and recorded it. “[News Decoder] enabled me to do a few projects which really open up perspectives for the students, give them a taste of life beyond the classroom and of the world of journalism,” Bott said. 

    In another workshop for RGZH, News Decoder turned students into “foreign correspondents.” They were tasked with finding stories in Zurich that people in other countries would find interesting. Like the students in the podcasting workshop, they then found an expert to interview, wrote a draft and revised it with the goal of publishing it on News Decoder. 

    One student in the workshop noticed a demonstration of people with dogs and got up the nerve to talk to one of them. They were from an organization that rescued Spanish greyhounds and she decided it would be a good idea for a News Decoder story. The story she wrote ended up as one of News Decoder’s most-read stories of all time.

    Not only have Bott’s students been able to publish stories on News Decoder, many of these stories, including the article about the greyhounds, have won awards in our twice yearly global storytelling competition. 

    “We’ve been delighted to get so many of those stories published on News Decoder,” Bott said. “That’s very, very motivating for the students. And it’s a wonderful learning process for them because they realise it’s not just about school rules and so on out there.”

    Challenging students to do more

    Bott said that working with professionals at News Decoder gets the students to step up. “When you’re a journalist, you’ve got a responsibility,” he said. “That’s something we’ve been able to talk about with journalists who’ve met us from various parts of the world through News Decoder. And you’ve got real pressure as well. And they’re not, I think they’re not quite used to that. So it really opens their eyes.”

    At The Hewitt School in New York, 15 teens at the all-girls school meet once a month as a club. They read and discuss News Decoder stories and pitch their own stories. They also prepare for a cross-border webinar; each year they join with students from a News Decoder partner school in another country, and decide with those students on a topic to explore. 

    They then research the topic, interview experts and come together with the students from the other school to present their findings live in a video conference before an audience of people from the two schools.

    In 2024, students from The Thacher School in California worked with peers at the European School of Brussels II on a webinar on consumerism and the human impacts of climate change. 

    Russell Spinney is faculty adviser for News Decoder at Thacher. “The webinars really were kind of ways just to get to know each other, discover that we actually do have some common interests. But not only that, that we also have problems that are similar,” he said. 

    “News Decoder’s workshops,” he said, “get students to think of ways to communicate their research beyond the classroom and connect with what’s going on in the world.” News Decoder has partnered schools this way in some 50 school-school webinars. 

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  • When young people ask big questions and seek answers

    When young people ask big questions and seek answers

    Cliffrene Haffner attended the African Leadership Academy (ALA) in South Africa during the Covid-19 pandemic. Her university applications were stalling and she felt stressed and anxious.

    “Life felt unstable, as if I were hanging by a thin thread,” Haffner said. But it was at ALA that she discovered News Decoder.

    “Joining News Decoder helped me rebuild my voice,” she wrote. “It created a place to write honestly and with purpose whilst supporting others in telling their stories. At a time when the world felt numb and disconnected, we used storytelling to bring back hope on campus by sharing our fears, thoughts and expectations.”

    At News Decoder, students work with professional editors and news correspondents to explore complicated, global topics. They have the opportunity to report and write news stories, research and present findings in global webinars with students from other countries, produce podcasts and sit in on live video roundtables with experts and their peers across the globe.

    Many get their articles published on News Decoder’s global news site.

    A different way of seeing the world

    Out of these experiential learning activities, they take away important skills valuable in their later careers, whatever those careers might be: How to communicate clearly, how to recognize multiple perspectives, how to cut through jargon and propaganda and separate facts from opinion and speculation.

    One milestone for many of these is our Pitch, Report, Draft and Revise process, which we call PRDR. In it, students pitch a story topic to News Decoder with a plan on how to research and report it. We ask them to identify different perspectives on problems they want to explore and experts they can reach out to for information and context.

    Then we guide them through a process of introspection, if the story is a personal reflection on their own experience, or a process of reporting and interviewing. News Decoder doesn’t promise students that their stories will get published at the end of the process. They have to work for that — revising their drafts until the finished story is clear and relevant to a global audience.

    One student who went through the process was Joshua Glazer, now a student at Emory University in the United States. Glazer came to News Decoder in high school as an exchange student in Spain with School Year Abroad.

    “I think the skills that I got out of that went on to really change the course of my education and how I view the world,” Glazer said. “Because when you step into the world of journalism you learn a different way of seeing the world.”

    Recognizing our biases

    Glazer learned that for journalism, he had to be less opinionated. “You have to really approach things kind of as they are in the world,” Glazer said. “And that is hard to do. That is not an easy skill that we can do as humans because we inherently have biases.”

    He said it challenged him to look inwards and recognize his biases and counter them with evidence.

    “So I think those skills have really changed the course of how I view having an argument with somebody because all of a sudden, you know, when you have an argument with someone, it’s all opinion,” he said.

    For Haffner, who is now a business administration student at Ritsumeikan Asia Pacific University in Japan, News Decoder reshaped how she and her peers understood storytelling.

    “It taught us to let go of rigid biases and to make authenticity the centre of our work,” Haffner said. “Students from different backgrounds found a space where their voices were heard, respected and valued. Our stories formed a shared map, each one opening a new room to explore, each voice strengthening the collective journey we were on. In that chaotic period, we created something meaningful together. Something bigger than us.”

    Working through the complexity of a topic

    Marouane El Bahraoui, a research intern at The Carter Center in the U.S. state of Georgia, also discovered News Decoder at the African Leadership Academy. At the time, he was interested in writing about the effectiveness of the Arab Maghreb Union — an economic bloc of five North African countries. He grew up in Morocco but didn’t want to approach the topic from a purely Moroccan perspective.

    “It was like a very raw idea,” he said.

    He pitched the story and worked with both News Decoder Founder Nelson Graves and correspondent Tom Heneghan to refine the idea. They guided him in the reporting and writing process.

    “One aspect that I liked a lot from my research was the people that I had the chance to talk to,” he said. “It was during Covid and I was just at home and I’m talking to, you know, professors in U.S. universities, I’m talking to UN officials, experts working in think tanks in D.C. and I was thinking oh those people are just so far, you can’t even reach them. And then you have a conversation with them and they’re just normal people.”

    He also found writing the story daunting. “It was a little bit overwhelming for me at the time,” he said. “You know, you’re not writing like an academic essay.”

    Graves encouraged him to write in a straightforward manner. In school, he had been taught to write in a beautiful way to impress.

    “From News Decoder, something I learned is to always keep the audience in mind who you are speaking to, who are you writing to,” he said.

    He took away the importance of letting readers make their own conclusions. “You’re not writing to tell the reader what to think,” he said. “You are writing to give them ideas and arguments, facts and leave the thinking for them.”

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  • It is up to all of us to stand up to bullies

    It is up to all of us to stand up to bullies

    In the northern part of the country of a thousand hills, amidst volcanoes and the freezing air, there resides a Catholic high school. My name is Anderson and this is my story. I went to study there right after finishing my primary school.

    The school was competitive; the smartest, most intelligent and most talented students were found there. It was a school of sciences and it used to be in the top five best high schools in the country. It had an amazing environment. Though strict academically, the teachers were among the best.

    When I arrived, it wasn’t that hard to fit in because my elder sister had studied there before me. Some senior students recognized the resemblance and helped me get used to the school. This also gave me the privilege of not being bullied.

    Normally, new students in S1 were bullied by seniors and couldn’t report it because they were scared of what might happen. The bullying was actually different based on gender. Boys were beaten severely, while girls were pressured into “dating” seniors. You might think dating sounds harmless, but it often involved bullying too.

    There was a male friend of mine who was told to sit on his fork (the one used when we are eating) and say his weight — if he didn’t, the other students would beat him badly. This was also ridiculous because a fork cannot be used to measure someone’s weight. Another was given a leaf from a tree and told to use it to call his parents — again, he was beaten. This was a type of bullying because obviously you can’t talk on the leaf; they wanted him to pretend that the leaf is the phone.

    On the other hand, my girlfriend was called out by senior boys, made to greet each one in a way they preferred and surrounded by a big circle of them. In summary, the first year was really hard for some students.

    The bullied become bullies

    By the second year, we were seniors to new students and some of us began to bully them. At this point, I understood the perspective of bullies — though it didn’t justify their actions. Seeing new students, you feel the tendency to assert your seniority and demand respect.

    Some classmates acted out of revenge, targeting new students for what they had endured. On my side, I welcomed them with kindness and tried to help them adapt, knowing how hard it had been.

    We used to have shows, which were my favorite part. I loved fashion and wanted to model in the shows, but I was always scared. During the shows, boys would often stand at the entrance, waiting to touch the girls’ bodies; breasts, buttocks, even private parts. Girls could complain, but some students and authorities argued that some girls “wanted to be touched.”

    Others said that if girls didn’t want it, they could avoid participating or avoid wearing revealing clothes. Though some authorities promised to investigate, they often ignored the problem. Shows were considered entertainment, so the school left the organization to students. At some point, students feared reporting, worried the school might ban shows entirely.

    It wasn’t only during shows. In class, we had a group of bullies we studied with. When the lights went out, girls would run outside immediately, because boys would touch them by force in the darkness.

    When harassment is condoned

    Once, I was sitting in class, my head on the desk, taking a nap. The lights went out and I didn’t notice. I woke up surrounded by boys. When I tried to leave, they blocked my way. One of them, called Chris, touched my breasts and others grabbed me as well. I felt scared, ashamed and angry. They were about to do more, but fortunately, other students started entering the class, and they left.

    I laid my head back on the desk and cried. When people asked what was wrong, I couldn’t say. I had few friends; just my twin sister and another girl. When I reached the dormitory, I cried the whole night. My friend checked on me and though I hesitated at first, she comforted me.

    I opened up and told her the story. To my surprise, she had also been harassed by the same boy, Chris. He was undisciplined and we didn’t know how to report him; there was no evidence and I wasn’t ready.

    I spent months blaming myself. I was ashamed, hated myself and even had suicidal thoughts. My heart felt broken into pieces and no day passed without crying. But my twin sister was there for me. We cried together and I felt comforted. She suggested that we learn karate so no boy would dare harass me again.

    We joined a karate club at school. It was amazing. The group was friendly, teaching discipline, teamwork and flexibility. Chris still mocked me, but I knew he was scared. In class, he never bullied me again. I continued learning karate even in other schools.

    Fighting harassment

    At other schools, I began my journey in leadership. I was voted Head Girl at two schools, started reading about feminism and realized I was a feminist. I began challenging unfair school policies that hindered one gender. On many campuses, girls were forced to do cleaning chores because culture expected them to be “decent” and “clean.”

    Boys were allowed privileges girls could not have, without clear reason. It was a hard battle because authorities were biased. When I finished high school, I was voted Minister of Gender Promotion at my campus.

    Reflecting on my high school experience, I realized many other girls knew stories of friends who were sexually assaulted and who couldn’t report it. Sometimes it was done to them by teachers or fellow students or authorities.

    Schools often silence reports to protect their reputation. I understand that, but it shouldn’t come at the cost of student safety. There weren’t reporting platforms in place, but when girls tried to report, they were sometimes blamed, told they “wanted it.”

    All of this motivated me to start a high school research project to assess the impact of school policies, sexual harassment and sextortion (this means when someone asks for sexual intercourse in exchange for a certain favor. In this context it may be to give you grades or other favors which you can get after having sex with that person offering it) on gender equality outcomes in high schools.

    I am still working on my proposal, applying feedback and hoping for approval. As a survivor, I want to help my younger sisters get justice. I want to ensure no other girl cries alone at night, hiding the trauma she endured. I want to be their voice and advocate for solutions as youth.

    This is my story — though it is still being written and it is far from over.


    Questions to consider:

    1. How can someone who is bullied become a bully?

    2. Where do you think that some people get the idea that sexual harrassment is acceptable?

    3. Have you ever been bullied or felt harrassed at school?

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  • How one young woman broke free of a media addiction

    How one young woman broke free of a media addiction

    I knew every word to the saddest songs on my playlist. Not because I loved music, but because depression had become my language. I was 14, lying in my room with my family just beyond the door, close enough to hear their voices, far enough that they might as well have been in another country.

    I had been expelled from school months earlier. “Disciplinary issues,” they called it. My family’s disappointment sat heavy in our home, unspoken but everywhere. We lived together, ate together, but there was no closeness, no one I could talk to.

    I tried to find help. I downloaded mental health apps, desperate for someone, anyone, to talk to. Every single one wanted money: subscriptions, fees, payments I couldn’t afford. I stared at those payment screens feeling like I was drowning, watching help float just out of reach.

    That’s when the screen became my only escape. It started two years earlier, in Primary 6, when house workers casually showed me explicit images on their phones. I was just a child; curious, confused, not understanding what I was seeing. Then it continued at school with friends, and something awakened in me that I didn’t know how to name or control.

    Now, alone and depressed, pornography became my refuge. Not because it made me happy, but because for a few minutes, it made me feel something other than suffocating sadness. It was free. It was always available. And unlike everyone in my life, it didn’t judge me.

    A cycle begins

    I didn’t wake up one morning and decide to be addicted. At first, it felt harmless, a way to escape. I told myself, It’s just this once. I’m in control. But addiction is a liar. Soon, it wasn’t me making the choices, the choices were making me.

    I became a professional actor: smiling, joking, saying “I’m fine.” Inside, I was drowning. Mornings brought disgust and broken promises. “This is the last time,” I would whisper. By evening, I was back in the same cycle.

    Being a Christian made it worse. How could I worship on Sunday and fall back into the same pit during the week? I carried my Bible with trembling hands, wondering: Does God still want me? Is He tired of forgiving me?

    What made everything harder was the silence; not just mine, but from my entire community.

    In many African homes, conversations about struggles don’t happen. Children are raised to “be strong,” “obey,” and “not bring shame.” So, when addiction creeps in, we already know: I can’t tell my parents because we know the response is often punishment and disappointment rather than compassion and feeling secure.

    The things we don’t discuss

    My family was no different. We shared meals, went to church together. But I couldn’t tell them about the depression that made me want to die, or the addiction consuming me. Not because they were cruel, but because we’d never learned how to talk about things that hurt.

    In many communities, struggles like pornography are labeled as spiritual weakness rather than human pain. Youth are told to “pray harder” while root wounds remain untouched. Girls especially face pressure to be “good daughters” because any confession can bring family shame.

    After my expulsion, I carried not just my own shame, but my family’s disappointment, the fear of being labeled a failure, the burden of disgrace.

    Addiction thrives in that silence. It feeds on fear; fear of punishment, of shame, of losing respect. So, we hide behind grades, church attendance, fake smiles. Inside, we are prisoners.

    For Christians struggling with addiction, the battle isn’t linear. One day you pray and feel close to God; the next, guilt crashes down. You confess, repent, hope but relapse comes again. I can’t get free. I’m weak. I keep failing.

    Faith meets struggle.

    Each fall reinforces the lie that you’re beyond redemption. You watch others grow in faith and compare your hidden failures to their visible victories. The church can make this harder. Fear of gossip or rejection stops you from seeking support. If they knew, would they still respect me?

    I struggled with this constantly. Sundays brought worship and hope. By Tuesday, I’d be back in the cycle, convinced I’d disappointed God one too many times. Everyone seemed to have faith figured out while I failed again and again.

    It’s strange having a full contact list but feeling completely alone. People assume you’re fine. “You’re always smiling,” they say. That image becomes a trap. If you break the mask, they might judge.

    The worst I’ve discovered is that the more people around you, the lonelier you feel. Addiction thrives in isolation. Your mind becomes a battlefield of self-condemnation and guilt. You wonder if anyone could love you as you are not as the image you show.

    When you reach out, friends often laugh it off or assume you’re exaggerating. Each failed attempt reinforces that isolation is safer than vulnerability. Trust issues build. You question whether anyone can handle your truth.

    Small steps forward 

    I haven’t stopped struggling. But I’ve discovered steps that help me keep moving forward. God’s presence never left me, even when I couldn’t feel it. Even in the darkest moments, there was a whisper: You are not finished. I’m still here.

    I’ve learned to pray honestly. One night I prayed: God, I’m tired. I failed again.” That messy prayer brought relief. God doesn’t need eloquence, He wants honesty.

    Scripture became my anchor: “My grace is sufficient for you, for my power is made perfect in weakness” (2 Corinthians 12:9). These words remind me that weakness doesn’t disqualify me.

    I’ve sought godly friendship. Sharing my struggle with a mentor brought prayer, guidance, and relief I hadn’t felt in years. Accountability isn’t about judgment; it’s about having allies who speak truth when you’re too weary.

    I celebrate small wins: resisting harmful content one morning, admitting a relapse to a friend, choosing honesty over shame. These moments prove God is working, even if change feels slow.

    Most importantly, I keep returning to God. After rough weeks, I kneel and whisper, “I’m here again, God,” and find quiet peace. The journey isn’t linear, but persistent return is how healing begins.

    Lessons and hope 

    Silence makes struggle worse; speaking lifts the burden. Faith doesn’t remove struggle, but gives hope and a path forward. Vulnerability is strength. Grace works in the mess. Small wins matter.

    If you feel trapped by addiction, shame or loneliness: you are not alone, and your story isn’t finished. God sees every hidden struggle, every tear, every relapse, every moment you’ve smiled while breaking inside. His love is stronger than any fear or guilt you carry.

    Change may be slow. You may stumble again. But every honest step toward God, every whispered prayer, every confession is victory. The times you felt weakest may be when God was shaping your heart for strength.

    Do not be discouraged by setbacks. Healing is a process. God’s timing is perfect, his grace persistent. You are not defined by your struggles; you’re defined by the God who pursues you relentlessly and turns brokenness into testimony.

    To my fellow young Africans carrying battles in silence: I see you. Your pain is real. The silence in your home is real. But so is God’s grace, the possibility of healing, and the chance that your story could be the hope someone else needs.

    I am still on this journey. There are days when old habits call, when depression threatens, when I feel eight years of struggle. But I’m learning that every day I turn back to God, I choose life over death, hope over despair, truth over silence.

    Remember: hope is not passive. It’s a daily choice to trust that God sees you, values you and has a purpose for you. Your story is not over. It is still being written, and your struggles are chapters, not the conclusion. Break the silence. Reach out. Trust that there is grace enough for every fall, love enough for every shame and hope enough for every tomorrow.

    You are not alone.


    Questions to consider:

    1. Why might someone turn to media, like pornography, as a way to escape depression or loneliness?

    2. Why do you think media addiction is so difficult to break from?

    3. If you knew of someone with an addiction, how might you help them free themselves from it?

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  • The high costs of cheap food

    The high costs of cheap food

    From New York to Jakarta, the scene is the same: Shelves overflowing with cheap, ultra-processed snacks and sugary drinks have become the new normal for millions of children. As a result, for the first time in history, more children are obese than underweight.

    UNICEF’s new Feeding Profit report explains why: Across the globe, cheap and intensely marketed ultra-processed foods dominate what families are able to put on the table, while nutritious options remain out of reach.

    Across the world, one in 20 children under five and one in five children and adolescents aged five to 19 are overweight. The number of overweight children and teens in 2000 almost doubled by 2022, with South Asia experiencing an increase of almost 500%. In East Asia, the Pacific, Latin America, the Caribbean, the Middle East and North Africa, the increase was at least 10%.

    Ultra-processed foods and beverages, defined as industrially formulated, are composed primarily of chemically-modified substances extracted from foods, together with additives and preservatives to enhance taste, texture and appearance as well as shelf life.

    These foods — which are often cheaper, nutrient poor and higher in sugar, unhealthy fats and salt — are now more prevalent than traditional, nutritious foods in children’s diets.

    Can we wean ourselves off ultra-processed foods?

    Studies show there’s a direct link between eating a lot of ultra-processed foods and an increased risk of overweight and obesity among children and adolescents. Among teens aged 15-19 years, 60% consumed more than one sugary food or beverage during the previous day, 32% consumed a soft drink and 25% consumed more than one salty processed food.

    Today, children’s paths to healthy eating are shaped less by personal choice than by the food environments that surround them. Those are the places where and conditions under which people make decisions about what to eat. They connect a person’s daily life with the broader food system around them, and are shaped by physical, political, economic and cultural factors that help determine what foods are available, affordable, appealing and regularly eaten.

    Such environments are steering children toward ultra-processed, calorie-dense options, even when healthier foods are available.

    Around the world, countries are beginning to push back. In Mexico, where nearly four million children aged 4-10 are obese, the government took a bold step in March 2025. It banned the sale of ultra-processed foods and sugary drinks in schools.

    The new rules go beyond restriction: Schools must offer fresh, regional foods such as fruits, vegetables and seeds, promote water as the default beverage, and establish health education programs. The policy also calls for regular health monitoring, mandatory fortification of wheat and corn flours, and more opportunities for physical activity, with penalties for schools that fail to comply.

    Taking steps to slim down our diets

    In September 2025, Malaysia’s Ministry of Education followed similar steps. It now prohibits 12 categories of ultra-processed foods and drinks in school canteens, from instant noodles and skewered snacks to frozen desserts and candy.

    But even as countries rewrite their food policies, millions of families still face difficult choices at the market.

    Shauna Downs, associate professor of food policy and public health nutrition at Rutgers University, has seen firsthand how hunger and obesity can coexist within the same communities in her research on informal settlements in Nairobi, Kenya.

    “People are able to find nutrient-rich foods, like leafy greens, fruits, and vegetables, and animal-source foods, but they’re often expensive, and what they can get that’s cheaper is things like mandazi [fried dough], which provide energy, and they taste good, but they’re not getting the nutrients they need,” she said.

    Families that want to buy the nutrient-rich foods are forced into heartbreaking choices, Downs said.

    “So now they’re making a decision between ‘Am I gonna buy this food from the market, which my family needs, or am I gonna pay for my child to go to school?’” she said.

    Looking at food environments

    By spotlighting the food environment, consumers and researchers alike can move past the tired “eat less, move more” narrative to fight childhood obesity and ask a better question: Why wasn’t the healthy plate the obvious, easy and most affordable choice in the first place?

    Long before ultra-processed foods flooded grocery shelves, they quietly took over another key part of children’s lives: school cafeterias. Back in 1981, the Reagan administration cut US$1.5 billion in U.S. school food funding, pushing public institutions to rely on convenience over nutrition.

    Pamela Koch, associate professor of nutrition and education at Teachers College, Columbia University, said that one of the things cut was for funding for schools  upgrade their kitchens.

    “That was the same time as the food supply was becoming more and more [saturated] with highly-processed food, and a lot of food companies realized, ‘Wait, we could have a market selling to schools. Schools don’t have money to buy supplies’,” Koch said.

    Companies began offering deals: Sign a long-term contract and receive a free convection oven to reheat ultra-processed foods. For schools facing budget cuts and limited staffing, the decision was simple. The cost of that convenience would echo for decades.

    Let’s start with school meals.

    The nonprofit Global Child Nutrition Foundation, highlights school meals as an essential lever for transforming food systems: Create demand for nutritious foods, improve the livelihoods of those working in the food system and promote climate-smart foods. However, the cost of scaling up national programs depends on the strength of supply chains, underlying food markets, logistics and procurement models.

    Countries that depend on imported food, already challenged by infrastructure and expensive trading costs, will face additional challenges in delivering healthy school meals.

    In much of the world, climate stress and weak infrastructure are making nutritious food both more difficult to grow and more expensive to purchase.

    Small-scale farmers, sheep and cattle farmers, forest keepers and fishers — known collectively as smallholder farmers — grow much of the food in low-income countries. They face worsening yields due to climate change, land degradation and lack of access to the technology and resources that support sustainable food production.

    At the same time perishable foods are becoming more expensive because the global supply chain — how food gets shipped from a farm in one country through distribution networks to store shelves in another country — is increasingly threatened by political tension, the lasting effects of the COVID-19 pandemic and climate change.

    Durability over nutrition

    Kate Schneider, assistant professor of sustainable food systems at Arizona State University, said that smallholder farmers grow food as their livelihood. “They’re not able to grow enough food, which is partly a story of climate change,” Schneider said. “Multiple generations now have been farming … year after year on the same land, but without external inputs –– fertilizers and modern, high-yielding seeds –– they are resulting in very low yields.”

    Even when fresh fruits and vegetables are available, logistical barriers make it easier to sell ultra-processed foods. Fresh produce is heavy, vulnerable to spoilage and expensive to move, especially in countries with poor transport networks.

    “When we’re thinking about fresh items, they’re perishable, and they need a cold chain,” Schneider said. “You’re paying, when you buy an apple, for the three that also rotted.”

    Meanwhile, ultra-processed products like soda avoid this problem entirely: “It’s cheaper for them to have a ton of different bottling plants around countries than to distribute long distances,” Schneider said.

    The result of these challenges is a global system that rewards durability over nutrition and continues to make healthy food increasingly out of reach.

    Connecting sustainability of diets and the environment

    The EAT-Lancet Commission 2.0, a scientific body redefining healthy and sustainable diets, offers a different view: The ultra-processed foods fuelling obesity are also pushing food systems beyond climate and biodiversity limits.

    Its newly published report says that nearly half the world’s population can’t afford a healthy diet, while the richest 30% generate more than 70% of food-related environmental damage.

    The planetary health diet suggests a plant-rich diet that consists of whole grains, fruits, vegetables, nuts and beans, with only moderate or small amounts of fish, dairy and meat.

    To build healthier and more just food systems, experts also recommend a whole list of other things: make nutritious diets more accessible and affordable; protect traditional diets; promote sustainable farming and ecosystems; reduce food waste.

    And all of this should be done with the participation of diverse sectors of the society.

    The responsibility of transforming food systems falls not only on governments but also on donors and financial partners, development and humanitarian organizations, academic institutions and civil society. The stakes are high, but so is the potential to change. With bold, coordinated action, the next generation of children can be nourished by healthy food, while building food systems that sustain both people and the planet


    Questions to consider:

    1. How is obesity connected to the environment?

    2. What are some governments doing to try to tackle the obesity crisis?

    3. What changes could you make to your diet to make it healthier?

     

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  • When life is bitter, don’t lose hope

    When life is bitter, don’t lose hope

    When life takes away your greatest support, it can feel as if the world is falling apart. For me, losing my father as a child was more than heartbreaking. It was a true test of strength. Yet in a world that often seemed bitter, the kindness of strangers and the power of personal dreams helped me rise above my sorrow and shape a future full of hope.

    My family and I live in the Eastern province of Rwanda. I was only five years old when one morning, my father packed his bag and left the house. He didn’t say where he was going and he never came back. Days turned into weeks, weeks into years, but there was no sign of him. No call. No letter. Nothing. 

    At first, I didn’t understand what was happening. I kept asking my mother, “When is Papa coming back?” But she would just smile sadly and say, “One day, maybe.”

    In her heart, she knew he was not coming back. 

    Life changed quickly after that. Without a father and without money, things became hard for the family. My mother, Catherine, had no job. She had never worked outside the home before. Now, she had to take care of me and my four siblings alone. 

    Struggling with little

    We had no house of our own. We moved from one place to another, staying with kind neighbors or sleeping in small, broken huts. During rainy nights, water would leak through the roof and we had to stay awake holding buckets. Sometimes, we didn’t even have enough food to eat. Many nights, we went to bed hungry. 

    My siblings were in high school at the time, but the family could not afford school fees anymore. One by one, they dropped out and stayed home. It was painful for me to watch them suffer. I loved them deeply and wanted a better life for all of them. 

    Despite everything, I stayed in school. My mother worked hard doing small jobs washing clothes, digging gardens or selling vegetables in the market. She never gave up. “You are our hope,” she would tell me. “Even if your father left, we must move forward.”

    I listened. I promised myself that no matter how hard life became, I would not give up. I wanted to finish school, go to university and one day help my family live a better life. 

    But it was not easy. 

    Help can come from surprising places.

    I often went to school with old shoes. I had no school bag only an old plastic bag to carry my books. I had no lunch and many times, I sat in class with an empty stomach. But still, I worked hard. I listened carefully, asked questions and always completed my homework, even if it meant studying by candlelight or by the dim light of a kerosene lamp. 

    Many teachers began to notice me. They saw that even though I had nothing, I had determination and a kind heart. One teacher gave me exercise books. Another helped pay part of my school fees. A neighbor who owned a small shop gave me a few snacks sometimes. A church group gave my mother food and clothes once in a while. 

    These acts of kindness kept me going. 

    I studied harder than anyone else and soon became the best performer in my class. Every year, I got top marks. My name was always on the honor list. At school, students looked up to me. But at home, things were still hard. My siblings had lost hope, but I kept believing in a better future. 

    After many years of struggle, I finally finished high school. I was the first in my family to do so. On the day I received my final results, my mother cried tears of joy. You did it, my son. You made me proud, she said, hugging me tightly.

    But my journey wasn’t over

    I had one more goal: to go to university. That meant more fees, laptop, more books, more challenges, but I didn’t stop. I applied for scholarships and after many rejections, I finally got accepted to a university with some financial support. 

    Now, I’m 22 years old. I’m in university, studying hard every day. I met with a kind person again, who gave me a place to sleep and dinner. Even though I have that support, I’m still facing challenges. I still lack proper shoes, clothes and transport money, but I keep going. My dream is to become a professional, get a good job first, then become self-employed and return home to support my mother and siblings. 

    I remind myself: “My father left us when I was just a child. We had no house, no food and no money. My siblings could not finish school. But I decided to fight. Kind people helped me and I stayed strong. Now I am at university. I will not stop until I help my family rise again.” 

    I hope my story will teach young people that even when life feels bitter and people let you down, you must not give up. Strength is not about having everything. It is about standing tall even when you have nothing. This is the reason why I’m writing my story. 

    Even when life is painful and people walk away from you, never lose hope. With hard work, faith and the help of kind people, you can still rise, succeed and help others do the same. 


    QUESTIONS TO CONSIDER:

    1. What was one thing the author promised himself when things got really hard for his family?

    2. In what ways did people help the author succeed?

    3. When have people helped you when you were having difficulty?

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  • Empowering youth through environmental storytelling

    Empowering youth through environmental storytelling

    Through storytelling, we can bring climate-related data to life. Through storytelling, young people can use their voice and the voices of those around them to turn something complex, global and overwhelming, into something local, tangible and meaningful. Through storytelling, young people can help shift narratives and bring to the forefront stories of action and of hope.

    This is the idea behind the EYES climate storytelling curriculum.

    Now available on the eyesonclimate.org website, the curriculum is the culmination of the Empowering Youth through Environmental Storytelling project (EYES), an Erasmus+ co-funded project by News Decoder, The Environment and Human Rights Academy (TEHRA) and Young Educators European Association.

    The Climate Change 101 unit begins with the basics: human activities driving climate change and what temperature increase means for our planet. Students are tasked with producing an article that explains the topic to a younger audience.

    A unit on Climate Injustice walks students through the uncomfortable reality that those causing climate change are suffering the least from its impacts. Those who have contributed the least? They tend to be in the grip of climate change.

    Human stories from a man-made disaster

    We know that learning about the devastations of the climate crisis can leave young people feeling anxious and angry. We also know from the teachers who piloted the EYES curriculum that it’s important to localise these topics.

    So in the Climate Injustice unit, students are tasked with finding a human story: someone to illustrate climate injustice at play in their local area or region.

    Hearing stories about people lets us understand the reality of an issue. Telling these stories gives young people a device for meaning-making and a platform for agency.

    In our Systemic Change unit, students learn about the interconnected mechanisms that keep our economy rooted in endless economic growth and fossil fuel use. They learn about the ‘deep’ leverage points for making change — the rules, the goals and the mindset of a system. They research case studies on commodity supply chains and form their questions into a story pitch.

    Our curriculum runs across school subjects for students between 15 and 18 years of age. Other units include: Tipping Points, Planetary Boundaries, Human–Nature Connection, The Carbon Budget, Doughnut Economics and a Climate Justice Case Study.

    Solutions are out there.

    In Systemic Solutions to the Climate Crisis, we showcase seven inspiring examples of climate solutions from around the world, from local projects such as community-owned solar panels in Mexico to the transition to renewables in Uruguay, to global movements such as recognising the rights of nature or degrowth in the Global North.

    Meaningful action can happen at any scale. By engaging with these case studies, students can see that stories of just and transformative systems change happen all around them.

    There are so many stories yet to be told, and that in itself is empowering.

    To bolster student projects, the curriculum includes units on journalism and storytelling: The Principles of Journalism, Fact Checking and Misinformation, Interviewing and How to Write a Pitch, Write an Article and Produce a Podcast.

    “Storytelling can turn young people into active users of climate knowledge, and even change makers,” said Andreea Pletea, The Environment and Human Rights Academy programme manager. “Students can even help shift dominant narratives by bringing to the surface systemic solutions to the environmental crises that also address inequalities.”

    Causes and systems

    Aside from storytelling, the main focus of the EYES curriculum is on systems thinking and climate injustice.

    “We invite learners to go upstream to the root causes of the crises we face, and question why, despite increasing awareness, meaningful action often lags behind,” Pletea said. “Seeing the big picture particularly through systems thinking and global justice can also help young people make sense of what’s going on in their own local context.”

    Pletea said that ultimately, the goal is to plant a seed. “That all of us, including young people, are more than consumers,” she said. “We are citizens with a voice and power to act and demand change, and especially when we come together.”

    The EYES project itself began as a seed. TEHRA and News Decoder came together to improve climate change education through storytelling, and created a set of materials that were piloted in multiple education contexts across Europe, Africa and Latin America.

    The seeds to stories

    In Slovenia, Kenya and Colombia, pilot students exchanged letters on their local experiences of climate change. In Kosovo, a Roma community of young people visualised their personal experience of climate change through art.

    At a summer camp in Belgium, students played climate change games, pulled apart the individual carbon footprint and were guided through a nature meditation. In Kenya, students visited the precious Karura national park and wrote stories about tipping points and the value of forests.

    The feedback from students and educators, including at a three-day educators workshop in Brussels in October, helped shape and restructure the curriculum. It evolved into a set of off-the-shelf resources that can be used by multiple teachers in one school or independently by learners.

    If you are an educator, we invite you to dive into climate change with your students and use the EYES curriculum. Students need to learn about the root causes of the climate crisis so that they know in which direction to head — in their future careers as much as in their personal set of values.

    Through storytelling, young people can engage with the reality that is climate change, both as authors and as listeners. Storytelling is the way we understand ourselves: why we act the way we do and how together we can solve the problems that humankind has caused.


    Questions to consider:

    1. How can storytelling can turn someone into an active user of climate knowledge?

    2. What types of climate activities did students in different countries do through the EYES lessons?

    3. What stories about climate change have you found interesting to read or hear about?

     

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  • A competition begs this question: Why be judged?

    A competition begs this question: Why be judged?

    But after learning he had won first prize, he realized that his stories didn’t have to inspire everybody at once. “Every story has some kind of relevance good enough to satisfy the thirsts of inspirations for a set of audience,” he said. “This has even given me the confidence to share everything I have found irrelevant before.”

    By encouraging students to enter their stories we are asking them to first assess their own work. We want them to understand that what they created is worthy of critical assessment.

    The students aren’t the only ones to take lessons away from contest. That’s what Tim Agnew, an expert in commercial finance and economic development and a member of News Decoder’s Advisory Board, discovered when he served on the judging panel that awarded Fofana first prize. “By reading the stories, I not only learned what students are thinking about, I learned about issues and challenges in the world that I wasn’t aware of,” Agnew said back then. “That is the mark of great journalism.”

    If students enter their work early enough, we give them the opportunity to work with us to revise it. Some 600 students have entered their work into our competitions.

    Finding themselves worthy

    The point for News Decoder isn’t to determine which story is “best”. Instead, we want young people to realize that even if ultimately they aren’t chosen as the best, they deserve to be considered among the best. 

    Their work, their creation is worthy of consideration. And the stories they found to tell, whether about themselves or others, are important stories that should be read and heard — that their voice and the voices of the people they interviewed for the article matter. 

    The results of each competition are always a bit of a surprise. All student stories that News Decoder publishes throughout the year automatically get entered into the contest, so you would think that it would be those stories that would win. After all, to get published on News Decoder, a student needs to persevere through our signature Pitch, Report, Draft and Revise process, and that means that they have received significant feedback and professional editing from us. 

    But that isn’t the case. In each contest, the judges invariably pick a mixture of stories: some that have been published on News Decoder ‚ although they don’t know that when they read them — and some that are drafts that haven’t been previously read by us. 

    This reflects our philosophy. When a student sends us their story pitch and story draft, we will never tell them it isn’t worthy of publication. The message we send is that it is a great beginning; that you can bring any idea to fruition and take anything you have done and make it even better. 

    Perseverance not perfection

    This is important in the age of artificial intelligence. We want young people to accept the idea that AI is a beginning, a tool they can use to explore big, complicated ideas and a tool that will help them create something unique and original. But it is just part of a process. 

    This is why we see journalism as a great way of fostering all kinds of things: media literacy and global awareness, critical thinking and empowerment. Ask any journalist about any story they have done and they will tell you that if they had just a little more time and more resources it would have been a better story. 

    Journalism is an exercise in getting just enough to make a story accurate and convincing and that has context and clarity. In journalism there is no perfect. Each source you get makes your story stronger, each draft you write makes it more powerful. 

    Journalists work under a deadline because if they didn’t have that deadline, they would never stop reporting and writing that story. It is a process of steady improvement. And it involves working with an editor so it is a process of collaboration with others to make something better. 

    With our storytelling competitions, we give students a difficult challenge. First they must come up with an original topic to explore and find credible sources for their information. Then, if they are telling other people’s stories, they need to interview someone. If writing about their own experience, they need to show how that experience is relevant to a global audience. 

    Great stories from student journalists

    Twice a year, students deliver. 

    Back in 2024, I noted that the variety of the topics showed how much and about how many things young people care about — problems happening around them and in other parts of the world. And I noted how impressed I was at the breadth of their sourcing.

    “Every time we do this contest I am reminded that great journalism isn’t something only seasoned professionals can produce,” I said at the time. “Young people have the knack for asking really perceptive questions and the persistence to find people who can provide the answers.”

    It is our mission at News Decoder to give students the opportunity to ask those questions and the forum to explore the problems they see happening around them. We want to show them that they can start a conversation about those problems with a worldwide audience. 

    It is our hope that from this they will realize that the world isn’t too confusing to care about and that they don’t have to zone out and tune out to what is happening around them and across the world. 

    We want to empower them to ask questions and get answers and find the people working on solutions. By telling important stories through that exploration, they can help make the world a little more understandable and a little more connected. 

    Graves noted that teens are our next generation of leaders. “Nothing could have made Arch Roberts more proud than to see News Decoder students put themselves forward as they prepare to inherit the earth,” he said. 

    For 10 years it has been our mission to inform, connect and empower youth. We intend to keep doing it for another decade. You can check out the winners of our last competition here and more about our academic programs here. If you aren’t already part of our News Decoder network, we would love for you to join us

     

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  • When young girls pay the cost of climate change

    When young girls pay the cost of climate change

    Jaffarabad, Balochistan: When floodwaters swept through Shaista’s village in 2022, they didn’t just take her family’s home and farmland, they also took away her childhood. Just 14 years old, Shaista was married off to a man twice her age in exchange for a small dowry. 

    Her father, a daily wage laborer, said it was the most painful decision he has ever made.

    “I didn’t want to do it,” he said, his eyes fixed on the cracked earth where his fields used to be. “But I have four other children to feed and no land to farm. We lost everything.”

    Stories like Shaista’s are becoming increasingly common across Balochistan, Pakistan’s poorest province. In 2022, devastating floods there driven by record-breaking monsoon rains and accelerated glacial melt linked to climate change, displaced over 1.5 million people.

    There is worldwide recognition that extreme weather events — not just floods, but drought, heatwaves, tornados and hurricanes — are becoming more frequent and less predictable as the planet warms. These events have devastating and long-term consequences for people in poor regions. 

    Young girls as assets 

    In districts like Jaffarabad and Chowki Jamali, the aftermath of the disaster has left families grappling with deepening poverty, food insecurity and crushing debt. For many, marrying off their young daughters is no longer just a tradition, it’s a form of survival.

    A 2023 survey by the Provincial Disaster Management Authority reported a 15% spike in underage marriages in flood-affected regions. Child rights activists warn that these numbers likely underestimate the scale of the crisis, as most cases go unreported.

    “In flood-hit areas, families are exchanging their daughters to repay loans, buy food or simply reduce the number of mouths to feed,” said Maryam Jamali, a social worker with the Madad Community organization. “We’ve documented girls as young as 12 being married to men in their forties or fifties. This isn’t about tradition anymore, it’s desperation.”

    Bride prices, once a source of negotiation and family prestige, have plummeted due to the economic collapse. Activists report instances where girls are married for as little as 100,000 Pakistani rupees (roughly US$360), or in some cases, simply traded for livestock or debt forgiveness.

    “There are villages where girls are married off like assets being liquidated,” said Sikander Bizenjo, a co-founder of the Balochistan Youth Action Committee. “It’s not just a violation of rights, it’s a systemic failure rooted in climate vulnerability, poverty and legal gaps.”

    Marriage as debt payment

    In Usta Muhammad, another flood-ravaged district, 13-year-old Sumaira (name changed) was married off just weeks after her family’s mud house collapsed. Her parents received 300,000 rupees (a little over $1,000) from the groom’s family, which they used to rebuild their shelter and repay moneylenders. 

    Now pregnant, Sumaira, has dropped out of school and rarely leaves her husband’s house.

    “I miss my friends and school,” she told us softly. “I wanted to become a teacher. But my parents said there was no other way.”

    Child marriages like Shaista’s and Sumaira’s carry lasting consequences: early pregnancies that endanger both mother and child, disrupted education, psychological trauma and lifetime economic dependence. 

    A study following the 2010 floods found maternal mortality rates in some affected regions were as high as 381 per 100,000 live births, one of the highest in the world.

    “These girls are thrust into adult roles before they’re ready,” said Dr. Sameena Khan, a gynecologist in Quetta. “They face dangerous pregnancies, and many have no access to medical care. Their childhood ends the moment they say ‘yes’ or are forced to.”

    Giving girls an alternative to marriage

    The crisis unfolding in Balochistan is not unique. Across the world, climate shocks and civil strife are causing displacement that intensifies the risk of child marriage. 

    In 2024, News Decoder correspondent Katherine Lake Berz interviewed 14-year-old Ola, who nearly became a child bride after her Syrian family, displaced by war and facing severe poverty, began arranging her marriage to an older man. But before that coil happen, Ola was able to enroll in Alsama, a non-governmental organization that provides secondary education to refugee girls. In less than a year, she was reading English at A2 level.

    Alsama, which has more than 900 students across four schools and a waiting list of hundreds, has been able to show girls and their parents that education can offer an alternative path to security and dignity.

    In Balochistan, the absence of legal safeguards compounds the crisis. The Sindh province banned child marriage in 2013 under the Sindh Child Marriage Restraint Act which set the legal age at 18 for both girls and boys. But Balochistan has yet to enact a comparable law. 

    Nationally, Pakistan remains bound by the UN Convention on the Rights of the Child, which requires nations to end child marriage but enforcement remains patchy. And Pakistan is not one of the 16 countries that have also signed onto the Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages, which forbids marriage before a girl reaches puberty and requires complete freedom in the choice of a spouse. 

    Pakistan needs to reform its laws, said human rights lawyer Ali Dayan Hasan. “Without a clear provincial law and mechanisms to enforce it, girls are at the mercy of social pressure and economic collapse,” Hasan said. “We need legal reform that matches the urgency of the climate and humanitarian crises we are facing.”

    Attempts to introduce child marriage laws in Balochistan have repeatedly stalled amid political resistance and lack of awareness. Religious and tribal leaders argue that such laws interfere with cultural norms, while government officials cite limited administrative capacity in rural areas.

    Bringing an end to child marriages

    The solution, experts agree, is multi-pronged: legal reform, economic recovery and access to education.

    “We can’t end child marriage without rebuilding livelihoods,” said Bizenjo. “Families need food, land, healthcare and hope. If they can’t survive, they’ll continue to sacrifice their daughters.”

    Grassroots organizations like Madad and Sujag Sansar provide vocational training, safe shelters and legal awareness sessions in flood-affected areas. In one case, Sujag Sansar intervened to stop the marriage of 10-year-old Mehtab in Sindh, enrolling her in a sewing workshop instead.

    UNICEF estimates that child marriages could increase by 18% in Pakistan due to the 2022 floods, potentially reversing years of progress. The agency is urging governments to integrate child protection into climate adaptation and disaster relief programs.

    “Girls must not be forgotten in climate response plans,” said UNICEF Pakistan’s representative Abdullah Fadil. “Their future cannot be the cost of every flood, every drought, every crisis.”

    Back in Jaffarabad, Shaista now lives with her husband’s family in a two-room house. Her dreams of becoming a doctor have faded, replaced by household chores and looming motherhood. “I wanted to study more,” she said. “But now I have to take care of others.”


    Questions to consider:

    1. How does the marriage of young girls connect to climate change?

    2. How can societies end the practice of child marriage?

    3. Why do you think only 16 countries have signed the UN treaty that requires consent for marriages?


     

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